Abstract:

Within the European Union, one of the key elements of competitiveness in science and technology is the quality of its human resources. This quality intrinsically implies an increase in labour competitiveness that helps to improve the offered products to citizens. To this end and to ensure excellence in higher education together with the European convergence, we must achieve a further development in the training of persons to promote and strengthen the attractiveness of Europe as a world leader in higher education. In order to overcome in some extension the European linguistic diversity and ensuring the correct learning of nano-chemistry, the present Virtual platform aspires not only to be a platform based on established bilingualism cultural movements (Spanish / English) but also, based on the EU guidelines, we add a third language of European relevance such as The German language. With this line, an increasing in the cooperation between students of different nationalities will ensure the development of different ideas into similar methodologies based on different linguistic criteria. In this context, it becomes clear that the European Union in its current Framework Programme 7 has allocated 3.5 billion euros for the development of nanoscience, nanotechnology and new materials for a total budget of 32.4 billion Euros. Therefore, it becomes clear that one of the main strategies of the EU's development is based on this topic. Accordingly, and because the R & D is one of the current trends for the revitalization of the economy, this pedagogic platform will try to get the student's attention by scientific nanotechnologies advances which would be useful in their imminent professional future. Thus, in order to get the attention from both pre and post-doctoral students from different nationalities, the most relevant results in research will be included in the Virtual Multilingual platform, which belong to the involved research groups as a part of the working team a related to nanotechnology. Moreover, the significant contribution into nanosciences from other national and international groups will be explained.

An interactive multilingual platform will be developed in the field of nanotechnology for the main use of students and teachers, extending its possible use to researchers and professionals. This multilingual Virtual Laboratory for student orientation into nanotechnology will generate numerous materials such as videos, photographs, theoretical material, links to web pages, etc. Such materials will be taken as papers and contributions to teaching innovation conferences, as well as publication in teaching field journals.
In this way, a better development will be given into the context of the student career guidance, keeping the nanosciences point of view. This tool would be used as autonomous work by the national/international students and as useful platform for teaching. Thus, based on the general knowledge, students will be oriented into a generic nanotechnology point of view for the new nanomaterials that reach the society. As the contents and the information available on the platform will be offered in three of the most spoken languages in the European Union, the student may go beyond the languages frontiers, awakening in him the necessary scientific curiosity.

Keywords:

Virtual laboratory, Nanotechnology, multilingüal approach.